Activation of bipolar prototypes in attribute inferences

The present study examined how prototypes, as organizational principles of knowledge about persons, affect attribute inference judgments. A distinction is drawn between bipolar and unipolar categories. Two questions are addressed: First, whether only one or both prototypes of bipolar categories like extraversion-introversion are activated in making inference judgments, and second, whether information about the applicability of a stimulus item to a target is processed differently than information about the inapplicability of the stimulus item. The results support the hypothesis that only one prototype is activated and that this is the affirmative one, irrespective of whether the stimulus information is applicable or inapplicable to the target person. The implications of these findings are discussed.     

Relative frequency of consultee lack of knowledge,skills, confidence,and objectivity in school settings

Caplan (1963, 1970) specifies consultee lack of knowledge, skills, confidence, and objectivity as the “four common reasons for the work difficulties that underlie the need for consultation” (p. 127). Although Caplan hypothesizes that the majority of consultation cases result from consultee lack of objectivity, there has been no empirical examination of the relative frequency with which consulting school psychologists encounter each type of consultee difficulty. To assess this, ten school psychology consultants rated the primary consultee problem for each consulation case they had. Contrary to Caplan's assumption, data analyses indicated that significantly more consultation cases resulted from colsultee lack of knowledge, skills, and confidence than from consultee lack of objectivity, which accounted for only 7% of the cases. These findings call into question the practical utility of psychodynamically oriented Caplanian techniques for consulting school psychologists. Because the preponderance of consultation cases develop from consultee lack of knowledge, skills, and confidence, school psychologists would be best advised to focus primarily upon the development and utilization of problem solving, behavior analysis, and sophisticated communication skills as their principal consultative strategies.     

Multidimensional successive categories scaling: A maximum likelihood method

A single-step maximum likelihood estimation procedure is developed for multidimensional scaling of dissimilarity data measured on rating scales. The procedure can fit the euclidian distance model to the data under various assumptions about category widths and under two distributional assumptions. The scoring algorithm for parameter estimation has been developed and implemented in the form of a computer program. Practical uses of the method are demonstrated with an emphasis on various advantages of the method as a statistical procedure.The research reported here was partly supported by Grant A6394 to the author by Natural Sciences and Engineering Research Council of Canada. Portions of this research were presented at the Psychometric Society meeting in Uppsala, Sweden, in June, 1978. MAXSCAL-2.1, a program to perform the computations discussed in this paper may be obtained from the author. Thanks are due to Jim Ramsay for his helpful comments.     

Some effects of the Edinburgh Masker on stuttering during oral reading and spontaneous speech

This study assessed the effect of a voice-activated masking unit, known as the Edinburgh Masker, on the speech of four stutterers during oral reading and spontaneous speech. The results show that one stutterer reduced stuttering almost completely whenever the masker was activated. Two subjects showed either marginal or temporary reductions of stuttering during one speaking condition but showed no change in the other condition. The other subject reduced stuttering only during spontaneous speech. No reduction in stuttering was associated with reduced speech rate. A perceptual analysis procedure conducted to assess for altered speech quality during masking conditions found changes in speech quality were evident in two subjects. The clinical implications of these findings are discussed.     

A within-subjects analysis of the relationship between memory span and processing rate in short-term memory

A within-subjects analysis of the relationship between memory span and processing rate for four stimulus classes in short-term memory indicated that while the two factors are correlated when averaged data is considered, as shown by Cavanagh (Psychological Review, 1972, 79, 525–530), the strength of the relationship for individual subjects varies from zero to unity. The intersubject correlations for each stimulus class were not consistent with the view that a unified model may be advanced to account for performance in recall and recognition tasks in shortterm memory.     

Effects of long- and variable-duration signals for food on activity,instrumental responding,and eating

Incentive-motivation theories typically assume that the conditioning of appetitive motivation involves the same parameters as Pavlovian salivary conditioning. In contrast, the Soltysik-Konorski model asserts that drive is inhibited by stimuli closely associated with food (salivary CSs) and augmented by stimuli more loosely associated with food (long and variable CS-US interval). Experiment 1 examined this latter proposition. Sixty-four rats were given extensive exposure to each of four environmental CSs, two while hungry and two while satiated. Within each deprivation condition, food was given 30–300 sec after placement of the rats in one environment, and was not given in the other environment. Performance on three separate measures—activity, lever-pressing, and food consumption—was higher in the environments previously associated with food. Experiment 2 examined the effects of discrete stimuli presented in advance of eating; in accord with the results of Experiment 1, food consumption was greater after a stimulus (1- to 9-min duration) previously paired with food than after no stimulus or after a stimulus unpaired with food. The overall results indicate (a) that stimuli associated with food become capable of facilitating a variety of food-directed behaviors, possibly via the conditioning of a common appetitive system, and (b) that a close association between the stimuli and food is not essential for such conditing to occur.